problem situation造句
例句与造句
- Problem solving activity teaching : creating the real life problem situation collecting and consulting making solving plan implementing plan summarizing and evaluating
0软件进行分析。实验结果如下： 1 、活动教学提高了学生学习生物的兴趣水平。 - Support so production supervisor in daily operation by timely checking and analysing outcomes and finding solutions in problem situation , co - ordinating with all supporitng function dept
配合生产主管及相关部门的日常工作,及时反馈信息,协助问题的调查与分析研究 - As a software solution grows in complexity , it becomes more and more difficult to determine the root cause of any non - trivial problem situation and to address it
随着软件解决方案的复杂性不断增长，要想判断一个稍微重要一点的问题情况的根本原因并解决它变得越来越困难。 - Enhance retention and transfer inform the learner about similar problem situations , provide additional practice . put the learner in a transfer situation . maybe let the learner review the lesson
促进和迁移把学习者放在一个迁移的情形下,可能会让学习者回忆起相关的课程 - The model of teaching includes five processes : problem situation ; inquiry experiment ; expression and exchange ; induction and guess ; analysis and testing
创设一个以“学”为中心的“探究学习”情境，其具体操作程序主要包括五个环节：问题情境，探究实验，表达交流，归纳猜想，分析验证。 - It's difficult to find problem situation in a sentence. 用problem situation造句挺难的
- Enhance retention and transfer inform the learner about similar problem situations , provide additional practice . put the learner in a transfer situation . maybe let the learner review the lesson
促进记忆和学习迁移：给学习者呈现一个真实的问题情境，提供实操练习。将学习者带入整个迁移情境中，促使他们对所学的课程知识进行反思的分析。 - The teachers are required to create true problem situation and make the students to make a semantic structure of knowledge in the form of " main part participating " , " companions helping each other " , etc . in the teaching of new chemistry course
摘要化学新课程要求教师在教学中要创设真实问题情境，通过主体参与、同伴互助等形式使学生对知识进行意义建构。 - Experiencing activity teaching : creating the experiencing situation students " autonomous experience discussing and communicating evaluating . 2 . exploring activity teaching : creating the problem situation making exploring plan implementing exploration evaluating
本研究以岳阳师范2001级302班作为实验班，实施活动教学， 301班作为对照班，实施传统教学。 - Finally , in good problem situation , middle school students could enhance then problem solving ability by the methods of optimizing cognitive structure , increasing tactics , developing metacognitive ability and correcting mathematical attitude
最后，中学生可以在良好的问题情境中，通过优化认知结构、加强策略性知识，培养元认知能力、端正数学态度等到方式来提高数学问题解决能力。 - 6 . practice of integrating information technology into geometry curriculum can be taken by creating problem situation with figures . . showing rules by dynamic , figures , creating environment that will push discovery and letting students do mathematics experiments . 7
6 、信息技术与几何课程整合的教改实践可以通过用图形创设问题情境、运用动态图形表现规律、创建促进发现的环境以及让学生自己动手做数学实验等几种途径来实行。 - The third section : the teaching strategies of problem - solving the teaching strategies of problem - solving , proposed in the study are : ( 1 ) innovating problem situations ; ( 2 ) independent exploration ; ( 3 ) exchange and discussion ; ( 4 ) induce and deduce
第三部分：数学问题解决的教学策略在对上述理论认识的基础上，提出了数学问题解决教学的四条策略： ( 1 )创设问题情景的策略； ( 2 )引导学生独立探索的策略； ( 3 )组织学生交流讨论的策略； ( 4 )指导学生反思评价的策略。 - In order to probe the effects of spbi on students " mathematical cognition , this study focused on two instruction experiment ( part iii ) , one was . called unit - theme - situation experiment which created problem situation according to a unit theme ; the other one was called mini - situation experiment which created problem situation according to individual class . the following hypotheses were examined : 1 . students receiving spbi will perform significantly better than students receiving instruction traditionally on tasks assessing problem - posing
为了验证上述假设，检验spbi实验的效果，我们开发了一种评估工具，称为认知评估工具( cai ) ，并针对不同的实验内容分别设计了两个作业： “作业一( task ) ”用于检查“单元情境问题教学”的效果， “作业二( task ) ”用于检查“微情境问题教学”的效果。 - By using cognitive science , thinking theory , constructive learning and teaching theory , this paper analyses the education character and function of mpstm that is arousing students ' driving , educating their creativity , creating flexible knowlege structure , developing their higher order thinking skills and fostering their ability of communication and collaboration . at the same time , this paper put forward three phases of mpstms conduction that is posing problem through problem situation , solving problem through their cooperation and exploration and fostering their abffity of reflective thinking through installing teaching activity
借助认知科学、思维理论、建构主义学习理论和现代数学教学理论分析了数学问题解决教学方法的特征；具体阐述了数学问题解决教学方法的教育功能：调动学生学习的主动性、培养学生的创造能力、建构灵活的知识结构，发展学生的高层次思维、培养学生的交流、合作能力；提出了数学问题解决教学方法实施的三个阶段：设置问题情景，引导学生提出问题；通过学生合作、探索、解决问题；巧设教学活动，培养学生反思能力。